Anchorage RTI Conference - asdn.org...A reading program is used to help guide both initial ... Level...

Anchorage RTI Conference January 25, 2013

8:30: Welcome 8:45 Chalk Talk Protocol

• Record everything you currently know about RTI 9:00 Standard Protocol/Problem Solving

• What are they? • How do you think about which one to use? • How do you use them effectively?

10:00 Non-‐negotiables

• What are important non-‐negotiables? • What are your non-‐negotiables?

11:00 Using the Comprehensive Assessment system

• What are the essential pieces of the comprehensive assessment system? • What do you have in place for the comprehensive assessment system?

Lunch 1:00 Restructuring the 90 minute block for small schools

• How to structure the core program materials in the 90 minute block • How to design whole group and small group time

2:00 Grouping and Scheduling for Intervention

• How to deliver Tiered Intervention for struggling kids 3:00 Collaborative meetings

3:45 Closing

• Revisit of Chalk Talk Protocol

1/22 2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools

A reading program is used to help guide both initial and differentiated instruction in the regular classroom. It supports instruction in the broad range of reading skills (phonemic awareness, phonics, fluency, vocabulary, comprehension) required to become a skilled reader. It contains teacher’s manuals with explicit lesson plans, and provides reading and practice materials for students.

Intensive academic interventions are characterized by their increased focus for students who fail to respond to less intensive forms of instruction. Intensity can be increased through many dimensions including length, frequency, and duration of implementation.

Standard protocol intervention relies on the same, empirically validated intervention for all students with similar academic or behavioral needs. Standard protocol interventions facilitate quality control.

Progress monitoring is used to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.

Within RTI, a problem-‐solving approach is used to individually tailor an intervention. It typically has four stages: problem identification, problem analysis, plan implementation, and plan evaluation.

Universal screening is conducted, usually as a first stage within a screening process, to identify or predict students who may be at risk for poor learning outcomes. Universal screening tests are typically brief; conducted with all students at a grade level; and followed by additional testing or short-‐term progress monitoring to corroborate students’ risk status.

Standard Protocol

Both Problem Solving Model

Regular team meetings to discuss groups of students in intervention Interventions delivered at regularly scheduled times by regularly appointed staff Interventions are from a predetermined vetted list (i.e. protocol)

Universal screener for all students

Research based core reading program with strong instruction

Evidence Based intervention

Progress monitoring

Follow a prescribed cycle for individual students

Intermittent team meetings to discuss

individuals in interventions

Interventions designed individually for each student

Definitions by National Center on Response to Intervention:

www.rti4success.org

Response to intervention integrates assessment and

intervention within a multi-‐level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-‐based

interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning

disabilities.


2011-2012 Non-Negotiables for Effective Reading Instruction

K 1st 2nd 3rd 4th 5th

*90 – 120 Uninterrupted Reading Block every school day of the year *Teacher’s Guide Open to this week’s lesson, annotated for engagement and extra practice and used *Meet at least monthly in data grade level teams to discuss assessment data and implications for instruction delivery changes, intervention changes and grouping changes *Small groups start the 3rd day of school *Interventions start the second week of school

A-Z Sound Spelling Cards posted in front of room and referred to

44 Sound Spelling Cards Posted in Front of room; Cards turned as taught

44 Sound Spelling Cards turned to the multiple spelling side With visual posting of this week’s review sounds

This weeks sound and sight words visually posted, highlighted, taught

This weeks sound and sight words visually posted, highlighted, taught

This weeks sounds and sight words visually posted, highlighted, taught

This weeks sight words visually posted and highlighted



This weeks sound and sight words in centers and seat work

This weeks sound and sight words in seat work and independent work

Robust Vocabulary Posted

• Word • Student

friendly def. • picture












Every child reads orally in a small group every day




Below level students read orally in small group daily

Below level students read orally in small group daily

Every child reads decodable from cover to cover every week (correctly, with no word guessing)



Every child reads main selection.

• Above Level Students read Main Selection and Above Level Reader

• Below level students read Main Selection and Below Level or ELL Reader

• On level Students read main selection and on level reader









Provide daily interventions for Tier II and Tier III (outside of 90-120 block) using scientifically

Provide daily interventions for Tier II and Tier III (outside of 90-120 block)







based reading research strategies and materials – See district approved list

using scientifically based reading research strategies and materials – – See district approved list



using scientifically based reading research strategies and materials – See district approved list

using scientifically based reading research strategies and materials – See district approved list

All students take the weekly comprehension test on the selection. Teachers score and use results to adjust instruction.







M:\Users\CURRICLM\RTI\RTI Reading\Programs and Protocols\Reading Street Non-negotiables.doc May 2012

Grants Pass School District

Non-Negotiables for Reading Instruction The following describes the required components that must be used and/or taught from the Scott Foresman Reading Street program. It does not define how to teach and does not restrict teachers from making adjustments to the directions and/or design of the lesson components. The time allotted for reading instruction is required and should not be interrupted.

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade

90 minute minimum uninterrupted reading block Teacher’s guide open to this week’s lesson with teacher annotations

60 minute minimum uninterrupted reading block. Teacher’s guide open to this week’s lesson with teacher

annotations. Reading Street Sound Spelling Cards posted

Reading Street Sound Spelling cards posted

Reading Street Sound Spelling Cards posted

The weeks sound, high frequency, and amazing words visually posted



The weeks vocabulary/ high frequency words visually posted



The weeks sound and high frequency words in centers and seat work

The weeks sound and high frequency words in centers and seat work

Robust Vocabulary Instruction Word posted Student friendly

definition ELL poster used

and referenced


definition ELL poster used

and referenced


definition ELL poster used and

referenced


definition ELL poster used and

referenced

Daily phonemic awareness, phonics, spelling, and word building activities in whole group and repeated in small group if needed

Daily phonemic awareness, phonics, spelling, and word building activities in whole group and repeated in small group if needed

Daily phonics, spelling, and word building activities in whole group and repeated in small group if needed

Daily phonics, spelling, and word building activities in whole group and repeated in small group if needed

Spelling and word building activities in whole group and repeated in small group if needed

Spelling and word building activities in whole group and repeated in small group if needed

At least 3 small groups daily oral reading




All below level students read orally in small group daily

All below level students read orally in small group daily


M:\Users\CURRICLM\RTI\RTI Reading\Programs and Protocols\Reading Street Non-negotiables.doc May 2012

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade All teachers use rapid, simple, error correction procedures during oral reading which require correct re-reading of sentences

All teachers use rapid, simple, error correction procedures during oral reading which require correct re-reading of sentences








Every child read main selection. Above level

students read main selection and above level reader

On level students read main selection and on level reader

Below level students read main selection and below level reader









All students take comprehension test at the end of every selection. Teachers correct and use results to make changes to instruction.





Writing instruction happens outside of the 90 minute reading block during its own 30 minute period of time.

Writing and grammar instruction happen outside the 90 minute reading block during its own 30 minute period of time



Writing, Spelling, and Grammar instruction happen outside of the 60 minutes reading block during its own 30 minute period of time

Writing, Spelling, and Grammar instruction happen outside of the 60 minutes reading block during its own 30 minute period of time

Ideally, grade level teams would be meeting at least monthly to discuss assessment data and its implications for instruction and grouping.


Comprehensive Assessment Plan – Reading, 6-8 ASSESSMENT PURPOSE WHO FREQUENCY TYPES OF REPORTING

UNIV

ERSAL

SCR

EENER

OAKS (Oregon Assessment of Knowledge and Skills)

State and Federal Accountability to Determine Percent of Students Meeting State Grade Level Performance Standards in reading comprehension.

All students grades 6-8 and in high school until students meet standard

Generally once a year; students not meeting grade level standards may be tested up to three times a year

• Individual reporting for total reading score

• Group reporting by subgroups and whole group indicating percent of students meeting performance standard

MAP (Measures of Academic Progress)

District Adaptive Testing to measure individual achievement level and growth over time in reading comprehension

All students grades 6-8

All students grades 6-8 are tested each fall and spring and all new students upon enrollment. Students requiring more frequent monitoring are tested throughout the year to measure growth

• Individual student growth • Classroom, school and

district RIT averages for total reading and goal areas

• Growth analysis for individual, school and district

MAZE – benchmark assessment

6 minute Silent fluency, vocabulary and comprehension measure designed to regularly monitor individual progress and system effectiveness

All students grades 6-8

All students are tested three times each year with grade level passages – fall, winter and spring; all new students upon enrollment.

• Individual test results indicating risk level and growth

• Group reporting

DIA

GNOST

IC T

OOLS

Program Placement Tests

Placement tests are designed to place students in the appropriate unit

All students as appropriate for program placement

As needed to place students in the appropriate level

• Individual test results

San Diego Quick Assessment

A quick indicator of the student’s independent, instructional and frustration reading level.

Students not meeting benchmark targets

As needed to place students in the appropriate level of intervention programs


SRAI Assesses reading comprehension of secondary students featuring mostly expository text


As needed to determine sub skills needs of students related to comprehension


PROGR

ESS M

ONIT

ORI

NG

Easy CBM

Word reading, fluency and comprehension measures designed to regularly monitor individual progress and system effectiveness


Strategic Students: at least monthly; Intensive students: at least twice a month

• Individual and group reporting (easycbm.com)

DIBELS Next - DAZE Progress Monitoring

Silent fluency, vocabulary and comprehension measure designed to regularly monitor individual progress and system effectiveness


Strategic and Intensive students: no more than once per month


SKI

LLS

MASTER

Y Program/Unit Testing/Check-ins

Measure mastery of directly taught skills

All students As prescribed by program • Individual Teacher Records


Approximate times for a 90 minute core 3-‐5

These times are the approximate guideline that you could spend on Reading during your 90 minute block. This is not necessarily the sequence that you would teach the items. It also does not mean that it is teacher talk time during the time allotted. These times may be broken up over the course of the 90 minute block.

Monday 10 minutes -‐ Build Background/Oral Language 15 minutes -‐ Phonics 15 minutes -‐ Vocabulary 50 minutes -‐ Comprehension – 2 page Vocabulary Story/Small Group instruction _________________ 90 minutes

Tuesday

10 minutes -‐ Build Background/Oral Language 10 minutes -‐ Phonics 10 minutes -‐ Vocabulary 60 minutes -‐ Comprehension – Main Selection/Small group instruction _________________ 90 minutes

Wednesday

10 min Build Background/Oral Language 10 minutes -‐ Phonics 10 minutes -‐ Vocabulary 15 minutes -‐ Fluency 45 minutes -‐ Comprehension – Main Selection/Small group Instruction _________________ 90 minutes

Thursday

10 minutes -‐ Build Background/Oral Language 10 minutes -‐ Phonics 15 minutes -‐ Vocabulary 55 minutes -‐ Comprehension – Paired Selection/Small group instruction/Assessment _________________ 90 min

Friday

10 minutes -‐ Build Background/Oral Language 15 minutes -‐ Phonics 10 minutes -‐ Vocabulary 55 minutes -‐ Comprehension – Small Group Instruction/Assessment _________________ 90 minutes


Approximate times for a 90(60) minute core K-‐2

These times are the approximate guideline that you could spend on Reading during your 90 minute block. This is not necessarily the sequence that you would teach the items. It also does not mean that it is teacher talk time during the time allotted. These times may be broken up over the course of the 90 minute block.

Monday 10 minutes -‐ Build Background/Oral Language 10 minutes -‐ Phonemic Awareness 10 minutes -‐ Phonics 10(K)/15 minutes -‐ Vocabulary/High frequency words 20(K)/45 minutes -‐ Comprehension – Big Book/ Small group instruction _________________ 60(K)/90 minutes

Tuesday 10 minutes -‐ Build Background/Oral Language 10 minutes -‐ Phonemic Awareness 10 minutes -‐ Phonics/ Decodable 10 minutes -‐ vocabulary/ High frequency words 20(K)/ 50 minutes -‐ Comprehension – Big Book/Main Selection _________________ 60(K)/90 minutes

Wednesday 10 minutes -‐ Build Background/Oral Language 5 minutes -‐ Phonemic Awareness 15 minutes -‐ Phonics 10 minutes -‐ vocabulary/High frequency words 10 minutes -‐ Fluency (not K or early 1st) 20(K)/40 minutes -‐ Comprehension – Big Book/Main Selection/Small Group Instruction _________________ 60(K)/90 minutes

Thursday 10 minutes -‐ Build Background/Oral Language 5 minutes -‐ Phonemic Awareness 15 minutes -‐ Phonics 10 minutes -‐ Vocabulary/High frequency words 20(K)/40 minutes -‐ Comprehension – Small Group Instruction/Assessment _________________ 60(K)/90 min

Friday 10 minutes -‐ Build Background/Oral Language 5 minutes -‐ Phonemic Awareness 15 minutes -‐ Phonics 10 minutes -‐ Vocabulary/High frequency words 20(K)/40 minutes -‐ Comprehension – Small Group Instruction/Assessment _________________ 60(K)/90 minutes


RTI activities sample pacing guide

At a glance

Activity

Week Instruction Data Based

Decision Making Leadership Assessment Core Intervention

Pre-‐service

Week

Place students in interventions based on last year’s data Review last year’s schoolwide data and goals

Deliver PD based on data

1. Begin teaching core/routines

Begin interventions (1-‐5)

BLT (Building Leadership Team) meeting

2. Deliver PD to paraprofessional on curriculum

Complete Fall Universal Screening (K-‐5)

3. Complete Schoolwide Data meeting for each grade level

4. Have small groups running

Progress Monitor (K-‐5)

5. Fidelity check interventions

BLT + Grade K – Tier 2

6. Unit 1 Complete Begin Kindergarten intervention

BLT + Grade 5 – Tier 2

Progress Monitor (K-‐5) Unit 1 Assessment

7. Begin Unit 2 BLT + Grade 4 – Tier 2

8. Fidelity check core (k-‐5)



9. BLT + Grade 2 – Tier 2



PD for Para pro Progress Monitor (K-‐5)

11. BLT meeting 12. BLT + Grade K –

Tier 2



13. Unit 2 Complete BLT + Grade K – Tier 2

Unit 2 Assessment Complete Round 1 of OAKS

14. Begin Unit 3 BLT + Grade 5 – Tier 2





BLT + Grade 3 – Tier 2 Progress Monitor (K-‐5)

17. BLT + Grade 2 – Tier 2 18. BLT + Grade 1 – Tier 2 Deliver PD based

on data to all staff

Complete Winter Universal Screening

19. BLT Meeting


20. Unit 3 Complete Fidelity check interventions

Complete Schoolwide Data meeting for each grade level

Unit 3 Assessment

21. Begin Unit 4 BLT + Grade K – Tier 2


22. BLT + Grade 5 – Tier 2 23. BLT + Grade 4 – Tier 2 Deliver PD to

parapro Progress Monitor (K-‐5)




BLT + Grade 2 – Tier 2 Progress Monitor (K-‐5) Complete Round 2 of OAKS

26. Unit 4 Complete BLT + Grade 1 – Tier 2 Unit 4 Assessment

27. Begin Unit 5 BLT Meeting Progress Monitor (K-‐5)

28. Deliver PD based on data to licensed staff

29. BLT + Grade K – Tier 2 Deliver PD based on data to parapro



BLT + Grade 5 – Tier 2 Middle School Placement

31. BLT + Grade 4 – Tier 2 Progress Monitor (K-‐5)


32. Unit 5 complete Fidelity check core (k-‐5)

BLT + Grade 3 – Tier 2 Unit 5 Assessment

33. Begin Unit 6 BLT + Grade 2 – Tier 2 Progress Monitor (K-‐5)

34. BLT + Grade 1 – Tier 2 Complete Spring Universal Screening Complete round 3 of OAKS (as necessary)

35. Progress Monitor (K-‐5)

36. Complete Schoolwide Data meeting for each grade level – Setting next year’s goals (consecutive grade levels meet together)

37. End Interventions BLT Meeting Progress Monitor(K-‐5)

38. Unit 6 complete Unit 6 Assessment

Weeks near extended breaks (i.e. Winter/Spring)


4/5 Blend Treasures Pacing Guide

Date Comp Skill 4th Main Selection Unit-‐Week 5th Main Selection Unit-‐Week

9/2 Problem and Solution

Mystery of the Missing Lunch, The 1-‐1 Salsa Stories2-‐4

9/8 Main Idea and Details

Walk in the Desert, A 1-‐2 Ranger Rick2-‐2

9/15 Main Idea and Details

Animals Come Home to Our National Parks-TFK

1-‐3 Maya Lin: Architect of Memory--TFK2-‐3

9/22 Analyze Character/Plot and Setting

Gloria Rising 1-‐4 Davy Crockett Saves the World

1-‐29/29 Character, Setting,

PlotRaft, The 1-‐5 Miss Alaineus

1-‐1

10/6Select skill most needed

Teacher's choice

10/13 Author's Purpose Mighty Jackie: The Strike-out Queen 2-‐1 Carlos and the Skunk 4-‐2

10/20Make Inferences My Diary from Here to There

2-‐2Black Cowboy Wild Horses: A True Story 2-‐5

10/27 Fact and Opinion Stealing Beauty-TFK 2-‐3 Beyond the Horizon--TFK 3-‐3

11/3Problem and Solution

How Ben Franklin Stole the Lightning2-‐4

Spirit of Endurance5-‐1

11/10 Make Inferences When I Went to the Library 2-‐5 Shiloh 2-‐1


Teacher's choice



Comp Skill 4th Main Selection Unit-‐Week 5th Main Selection Unit-‐Week

12/1Author’s Purpose My Brother Martin

3-‐2The Catch of the Day: A Trickster Play 4-‐5

12/8Compare and Contrast

Kid Reporters at Work-TFK 3-‐3

Forests of the World--TFK1-‐3

12/15Sequence Mystic Horse

3-‐4Golden Mare, the Firebird, and the Magic Ring 6-‐1

1/5Summarize Snowflake Bentley

3-‐5Ultimate Field Trip 5: Blasting Off to Space Academy 1-‐4


Teacher's choice

1/20Draw Conclusions Dear Mrs. LaRue

4-‐1Zathura: A Space Adventure

3-‐5

1/27Draw Conclusions Blind Hunter, The

4-‐2Sleds on Boston Common: A Story from the American Revolution 3-‐1

2/2 Persuasion The Power of Oil-TFK 4-‐3 A Dream Comes True--TFK 6-‐3

2/9Sequence Adelina's Whales

4-‐4Hidden Worlds: Looking Through a Scientist's Microscope 6-‐5

2/17Compare and Contrast

At Home in the Coral Reef4-‐5

My Great-Grandmother's Gourd 3-‐4


Teacher's choice



Comp Skill 4th Main Selection Unit-‐Week 5th Main Selection Unit-‐Week

3/2 Summarize Because of Winn-Dixie 5-‐1 The Color of My Words 5-‐53/9 Make Judgments Ranita, the Frog Princess 5-‐2 Skunk Scout 6-‐2

3/16Character/Character & Setting

Me and Uncle Romie5-‐4

Goin' Someplace Special4-‐1

3/30 Cause and Effect Wild Horses: Black Hills Sanctuary 5-‐5 Pipiolo and the Roof Dogs 1-‐5


Teacher's choice

4/13 Theme Cricket in Times Square, The 6-‐2 Weslandia 5-‐2

4/20Make Generalizations

Meet a Bone-ified Explorer-TFK6-‐3

Getting Out the Vote--TFK4-‐3

4/27Author’s Perspective

My Brothers' Flying Machine6-‐4

Unbreakable Code, The5-‐4

5/4 Description Life and Times of the Ant, The 6-‐5 Hurricanes 4-‐4


Teacher's choice

Not assigned Not assignedRoad Runners Dance 3-‐1 When Esther Morris Headed West 3-‐2Exploring the Undersea Territory-‐ TFK 5-‐3 A Historic Journey - TFK 5-‐3

The Gold Rush Game 6-‐1Up in the Air: The Story of Balloon Flight 6-‐4


Time K-‐1 2-‐3 4-‐6 7-‐88:00-‐8:108:10-‐8:208:20-‐8:308:30-‐8:408:40-‐8:508:50-‐9:009:00-‐9:109:10-‐9:209:20-‐9:309:30-‐9:409:40-‐9:509:50-‐10:0010:00-‐10:1010:10-‐10:2010:20-‐10:3010:30-‐10:4010:40-‐10:5010:50-‐11:0011:00-‐11:1011:20-‐11:3011:30-‐11:4011:40-‐11:5011:50-‐12:0012:00-‐12:1012:10-‐12:2012:20-‐12:3012:30-‐12:4012:40-‐12:5012:50-‐1:001:00-‐1:10 PE -‐ M PE -‐ TU PE -‐ W PE -‐ TH1:10-‐1:20 LIB -‐ W LIB -‐ TH LIB -‐ M LIB -‐ TU1:20-‐1:30 PE -‐ F PE -‐ M PE -‐ TU PE -‐ W1:30-‐1:401:40-‐1:501:50-‐2:002:00-‐2:102:10-‐2:202:20-‐2:30

RECESS

RECESSRECESS

READ

ING

READ

ING

READ

ING

READ

ING

SS/Sci

INTER VENTION

INTER VENTION

INTER VENTION

LUNCH LUNCHRECESS RECESS

RECESS RECESS

NATIVE LANGUAGE

NATIVE LANGUAGE

LUNCH LUNCH

MAT

H

MAT

H

RECESS

INTER VENTION

NATIVE LANGUAGE

NATIVE LANGUAGE

WRITINGWRITING

WRITING

MAT

H

MAT

H

WRITING


Time Bliss Cecchini Cecchini Bottemiller Heuer/MingoChaivoe Hutteball Kirschmann Coppedge Westerlund Koch Rubin Ofstie Smith Volz Mercier MacGregor

8:00-8:108:10-8:208:20-8:308:30-8:408:40-8:508:50-9:009:00-9:109:10-9:209:20-9:309:30-9:409:40-9:509:50-10:0010:00-10:1010:10-10:2010:20-10:3010:30-10:4010:40-10:5010:50-11:0011:00-11:1011:10-11:2011:20-11:3011:30-11:4011:40-11:5011:50-12:0012:00-12:1012:10-12:20 LUNCH12:20-12:3012:30-12:40 Lunch12:40-12:5012:50-1:00 RTI1:00-1:101:10-1:201:20-1:301:30-1:401:40-1:501:50-2:002:00-2:10

Mon: L Fri: P

Wed: PTues: L Wed: M Thurs: P

Mon: P Tues: M Wed: P

Thurs: L Fri: M

Mon: P Tues M

Thurs: L Fri: M

Mon: M Tues: P Wed: L

Thurs: M Fri: P

Mon: M Tues: P Wed: M Thurs: P

Fri: L

RTI

RTI

CORE Reading Time

CORE Reading Time

Lunch

Mon:L Tues:M Wed: P

Thurs: P Fri: M

Tues: P Wed: M

Thurs: M Fri: L

Mon:P Wed: L

Thurs: M Fri: M

Recess

Mon: M Wed: M Thurs: L

Fri: P

RTI

Lunch

RTI

Wed: P

Core

Tues: M Thurs: M

Mon: P Tues: L Wed: M Thurs: P

Fri: MTues: P

Recess

Recess

Core Reading Time

Mon: M Tues: P Wed: M Thurs: L

Fri: P

Mon: P Tues: M Wed: P

Thurs: M Fri: L

Mon: M Fri: P

Mon: P Tues: M Wed: L

Thurs: P Fri: M

Tues: P Wed: M

Mon: L Thurs: P Fri: M

Mon: M Tues: L Wed: P

Thurs: M Fri: P

Mon: M Tues: P Wed: M Thurs: P

Fri: L


Time 5 5 5th-6 6 6 5 5 5th-6 6 68:00-8:108:10-8:208:20-8:308:30-8:408:40-8:508:50-9:009:00-9:109:10-9:209:20-9:309:30-9:409:40-9:509:50-10:0010:00-10:1010:10-10:2010:20-10:3010:30-10:4010:40-10:5010:50-11:0011:00-11:1011:10-11:2011:20-11:3011:30-11:4011:40-11:5011:50-12:0012:00-12:1012:10-12:20 Core12:20-12:3012:30-12:4012:40-12:5012:50-1:001:00-1:101:10-1:201:20-1:301:30-1:401:40-1:501:50-2:002:00-2:10

BOC

CORE

CORE Reading Time

Lunch

Core Reading Time (IA)

CORE READING TIME (IA)

RTI

RTI

BOC

CORE

Lunch


District: ___Hudson School District________ Building: ______Scott Elementary School______

Individual Problem Solving Form

Student name: ____Andy____________________ Grade: ___3___ Date: ____2/15/12__

Problem Solving Team Members: Mrs. Vance (teacher), Mr. Wallace (Principal), Mr. Howard (lit specialist), Mrs. Levensen (school psych), Mrs. Martin (Parent)

Area of concern: Behavior Reading Math Writing

Other (describe) _____________ (circle primary area)

Step 1: Problem Identification (What is the problem?)

Student present level of performance: 3rd Grade DORF = 41 cwpm (median); 87% accuracy (median); Daze = 3

Expected student level of performance: 3rd Grade DORF Winter benchmark – DORF = 86 cwpm; 96% accuracy; Daze = 11 Hudson School District 3rd grade averages – DORF = 101 cwpm; 96% accuracy; Daze = 10 Magnitude of discrepancy: from DIBELS benchmarks = -45 cwpm (2.1 times discrepant); -9% accuracy; 8 Daze (3.7 times discrepant) from District Avg = -60 cwpm (2.5 times discrepant); -9% accuracy; 7 Daze (3.3 times discrepant) Problem Definition: Andy is currently reading a median of 41 cwpm with 87% accuracy on 3rd grade DIBELS Next ORF passages, with a score of 3 on the Daze comprehension measure. The 3rd grade winter benchmark is 86 cwpm with 96% accuracy, and 11 on the Daze. 3rd graders in the district are currently reading an average of 101 cwpm with 96% accuracy with a score of 10 on the Daze. Replacement behavior or target skill: Andy should currently be reading 86 cwpm with 96% accuracy on the DORF and 11 on the Daze.

Step 2: Problem Analysis (Why is it happening?)

Domain Relevant Known Information

Instruction (e.g. pacing, corrective feedback, explicitness, opportunities to practice, engagement, etc)

Core instruction – 60 min whole group (choral fluency reading, teacher modeling of comp & vocab strategies) 30 minute small group guided reading (modeling, partner reading, group responding); not much corrective feedback provided (<80%), low target student engagement Intervention – 45 min direct instruction (I do, we do, you do), errors corrected at a higher rate (>90%), moderate pacing (4 to 5 opportunities to respond per minute), moderate engagement

Curriculum (e.g. skills taught, instructional materials, scope & sequence, expected outcomes, previous interventions, etc)

Core instruction – Treasures: whole group (vocab, comprehension, choral reading); small group (leveled readers, oral reading, phonics instruction focused on vowel combinations, prefixes and suffixes), teacher reported that scope and sequence is moving quickly for target student, low level of student academic success in curriculum (<70% success rate during oral and written responses) Intervention - Phonics for Reading: small group focused on phonics (r-controlled vowels, vowel combinations, prefixes); scope and sequence covering some of his missing decoding skills, higher academic success (80-85% success rate during oral and written responses)

Environment (e.g. room setup, peer influence, expectations and rules, behavior management system, etc)

Core instruction – 22 students, PBIS effectively used, clear expectations & rules posted and reviewed regularly, good peer interactions; no significant environmental challenges observed Intervention – 8 students, great behavior management, no environmental challenges observed

Learner (e.g. academic skills, behavioral concerns, etc)

DIBELS – see above; Quick Phonics Screener (see attached); OAKS – Reading = 13th percentile, Math = 34th percentile; Core Assessments: Comprehension Avg = 55%, Vocab = 85%.

Based on the above information (instruction, curriculum, environment, & learner) why do you think the current problem is occurring and what is the predicted result of an appropriately matched intervention?

Problem Hypothesis: The problem is occurring because Andy lacks decoding strategies for r-controlled vowels, and consonant digraphs &

blends. His current curriculum does not address these particular skills and strategies with enough opportunities to practice and master them. In his larger core group, he does not receive enough individual corrective feedback, which leads to him practicing errors.

Prediction: The problem will be reduced if Andy receives small group (<7 students) direct instruction in the skills described above. This should

include a high rate of responding (at least 6-8 opportunities to respond per minute) and careful attention to immediately correct his errors.

Data used to validate hypothesis: Observations of his instructional groups and a review of student work indicate better student engagement and

higher student success when he is in small group instruction (<70% success in large group core vs. 80-85% success in small group intervention). The Quick Phonics Screener, as well as a review of student work, indicates difficulties with the decoding skills listed above.

Do you have enough information to complete the problem analysis and develop an intervention? If no, what else is needed

and who will be responsible for collecting it? Yes 1/22 2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools

Step 3: Plan Development (What are we going to do?)

Student name: _________Andy_______________ Grade: __3__ Date: ___2/15/12___

Target skill: __Phonic Decoding/Oral Reading Accuracy & Fluency_____

Goal (This intervention will be successful if…): By April 24th, 2012 (8 Instructional weeks), when given a 3rd grade DIBELS Next ORF

passage, Andy will orally read 57 cwpm with 95% accuracy.

What will be done? (actions taken, target skills taught, curriculum/materials used)

How will it be done? (instructional strategies, etc)

Who is responsible?

Where will it occur?

How often? (days per week & min per day?

Group size?

Andy will receive instruction using Phonics for Reading, focusing on r-controlled vowels, consonant digraphs and blends.

Direct instruction, think-pair-share, immediate corrective feedback from the teacher with lots of extra opportunities to practice. Daily error data will be taken and each daily lesson will start with a review of the previous day’s errors and end with a review of the current day’s errors with lots of extra opportunities to practice.

Mrs. Beasley Title I room 5 days/week 45 min/day

5

Progress monitoring plan What materials will be used? Who is responsible?

How often? Decision Rule?

DIBELS Next 3rd grade ORF passages

Mrs. Beasley (interventionist)

Once per week on Thursdays

4 consecutive points below the aimline indicate a need to change intervention

Fidelity plan What data will be collected? Who is responsible?

How often will it be collected?

Minimum standard for fidelity?

Phonics for Reading Implementation Integrity Direct Observation Checklist (see attached)

Mr. Howard (literacy coach)

Once per week Minimum average of 80% of components implemented with fidelity

Follow up date: __April 26rd, 2012_____

Step 4: Plan Implementation & Evaluation (Did it work?) *Attach graphed data

Attendance: # of intervention days attended: 39 Total # of intervention days: 40 % of intervention sessions attended 98%

Intervention fidelity data: Across 8 observations, an average of 87% of components implemented Minimum standard met? Yes No

Student rate of progress: .9 cwpm per week Peer/Expected rate of progress: 2 cwpm per week

Less progress than expectation/peers � More progress � Same progress

Student level of performance: 48 cwpm, 89% accuracy Expected student level of performance: 86 cwpm, 96% acc (Winter) 100 cwpm, 96% acc (Spring)

Magnitude of discrepancy: From Winter DIBELS benchmark = -38 cwpm (1.8 times discrepant), -7% accuracy From Spring DIBELS benchmark = -52 cwpm (2.1 times discrepant), -7% accuracy

� Less discrepant than expectation/peers � More discrepant Same level of discrepancy If less discrepant/good progress: Continue current intervention? Yes No Fade intervention support? Yes No If more discrepant/poor progress: Was the intervention implemented as planned? Yes No Do we need to Intensify supports? Yes No Refer for special education evaluation? Yes No If discrepancy the same/average progress: Was the intervention implemented as planned? Yes No Do we need to Intensify supports? Yes No Refer for special education evaluation? Yes No Comments/Actions/Next Steps: While Andy made good progress in the Phonics for Reading curriculum and showed a high level of academic success in that curriculum, he made little progress in his progress monitoring data. He did not generalize the skills he learned in the intervention to his daily work and reading. As a result, he will be referred to the evaluation planning team to decide if an initial evaluation for special education eligibility will be conducted.


Developing Norms Worksheet When Establishing Norms, Consider Proposed Norm

Time

• When do we meet? • Will we set a beginning and ending time? • Will we start and end on time?

Listening • How will we encourage listening? • How will we discourage interrupting?

Confidentiality • Will the meetings be open? • Will what we say in the meeting be held in

confidence? • What can be said after the meeting?

Decision Making • How will we make decisions? • Are we an advisory or a decision-making

body? • Will we reach decisions by consensus? • How will we deal with conflicts?

Participation • How will we encourage everyone’s

participation? • Will we have an attendance policy?

Expectations • What do we expect from members? • Are there requirements for participation?

Used with permission by the National Staff Development Council


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